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Regents Prep Day 1

The New Deal
 Franklin

D. Roosevelt, President  Federal Government increases control on economy  Limit/Control farm production  Government welfare programs helped workers

New Deal Opposition
 Supreme

Court declared some programs unconstitutional

Brown v. Board of Education
 Separate

cannot be equal  Overruled state laws

U.S. Foreign Policy before WWI and between WWI and WWII (traditional)
 Neutrality  Isolationism

World War II
 Ended

New Deal (wartime production helped economy)  Allies vs. Axis  U.S. helped allies before entering war by providing materials (Lend-Lease Act, Cash and Carry, Destroyer Deal etc.)  Entered after Pearl Harbor

Korematsu v. United States
 Japanese

Interment during WWI  Gov’t thought Japanese were security threat  Limited civil liberties

Women during WWII
 Rosie

the Riveter  Helped war effort by working  Lost jobs at end of war

Manhattan Project
 Project

to make Atomic Bomb (nuclear warfare)  Used on Japan (Hiroshima and Nagasaki)  VERY controversial

Rations
 Limited

amount of products, meant to conserve raw materials for war effort

After WWII
 GI

Bill: help with housing and education of WWII veterans  Baby boomers!  Suburban areas grow  U.S. more involved in world affairs

WWII Recovery
 Nuremburg

Trials – for Nazi/Holocaust war crimes  U.S. recovery fast, no fighting on American land

DBQ Essays!!
 Major

Problems:

– – – –

not enough analysis no outside information more specifics!! Need document citation

Body Paragraphs need to be FATSO
 F – facts! These come from the documents  A – analysis! This comes from your brain, connecting the documents to the TASK  T – task! You have to connect the documents to the task in EVERY body paragraph  S – Specific! when you give information it has to be specific no big grand statements without facts to back it up!  O – outside information! You have to use your own knowledge, like in the thematic in every body paragraph, or wherever possible

Is this body paragraph FATSO?

According to document 2, the cotton gin contributed to the growth of the U.S. economy because it helped separate the cotton from the seeds faster. Since they were separated faster planters were able to meet a higher demand. Being able to produce cotton faster was supposed to be a good thing, but people wanted more. More cotton equaled more machines, more machines equaled more slaves. When creating the cotton gin Eli Whitney did not realize that his invention would bump six slave states up to fifteen slave states.

F? A?

T? S?

O?

Is this body paragraph FATSO?

Another great policy was the federal land policy. The federal land policy increased America’s economy by giving the booming railroad industry land that was bigger than the state of Texas. This made people invest in the railroad companies, or if they couldn’t do that many people wanted to move westward just to buy the land they lived on. The federal land policy was a great policy that helped the U.S. economy in more than one way. With railroads building and many people buying land. The land policy started a chair reaction to great economic outcomes.

F? A? T? S? O?

Is this body paragraph FATSO?
 In

document 1b is a chart of the value of produce from the interior received at the Port of New Orleans, 1816-1860. In this chart it show how the economy was increasing to better during the years went up. The economy during 1856-1860 was doing really good because the valuse of dollars went up to 827,736,914.

F? A? T? S? O?

What is analysis?
 Opinion,

explanation of how the document relates to the TASK, compares one idea to another  Answers the HOW? Or WHY? question  Examples of sentence starters that would be analysis:
– The information in document # shows ______ – The information in document # is important because _________. – Document # is related to document #

If every body paragraph is FATSO you will have a GREAT DBQ essay score